gender and development

This document is the annual Gender and Development (GAD) plan and budget for the Las Piñas National High School-Gatchalian Annex for fiscal year 2017. It allocates a total budget of 49,800 pesos to address three key issues: 1) Celebrating Women's Month to promote women's rights and role in development with activities like a school program and contest allocated 5,000 pesos. 2) Increasing student and teacher awareness of GAD concepts, issues, laws through a gender sensitivity seminar and workshop allocated 20,000 pesos. 3) Strengthening the GAD Focal Point System's capacity in gender mainstreaming and planning through training allocated 10,000

The document discusses several topics related to gender issues and homosexuality, including: - Definitions of homosexuality and how it has been viewed historically in different cultures and religions. - Key people and events in the study and understanding of homosexuality in the late 19th/early 20th centuries. - Issues still contested today around legal and social acceptance of homosexuality. - Transgender topics like prominent transgender figures Chris Crocker and Alexis Arquette. - Gender issues around the world like barriers facing women and efforts of organizations like the World Bank and UNIFEM to promote gender equality.

The document outlines a workshop on incorporating a gender perspective in the workplace, including defining key terms like sex, gender, gender sensitivity, and gender mainstreaming. It discusses concepts of gender socialization and the different roles of men and women. The workshop aims to provide insights into approaching gender equality and assessing organizational performance on gender issues.

The document outlines the DepED Child Protection Policy which aims to protect children from all forms of abuse, violence, exploitation, discrimination, bullying and other harms. It summarizes findings from a DepED survey that 50% of students experienced corporal punishment and 74% were victims of bullying. From 2010-2012, 112 cases of child abuse were referred to DepED. The policy defines key terms and lists prohibited acts including various forms of child abuse, corporal punishment, exploitation, discrimination, and violence against children committed in schools. It is based on protecting children's rights under the Philippine Constitution and UN Convention on the Rights of the Child.

The document summarizes key aspects of the Safe Spaces Act, which aims to address gender-based sexual harassment. It defines harassment in public spaces, online, and work/educational settings. Acts considered harassment include catcalling, unwanted comments on appearance, stalking, and distributing intimate photos without consent. Those found guilty face penalties like imprisonment or fines. The law also requires employers and educational institutions to disseminate the law, prevent harassment, and address complaints through committees.

The document discusses gender responsive education policy in the Philippines. It defines key terms related to gender such as gender, gender equality, gender equity, gender and development. It outlines DepEd's commitments to mainstream gender in policies, programs, and the curriculum. It also discusses commitments to promote gender parity in staffing and strengthen gender mechanisms. The overall goal is to promote inclusive education and non-discrimination.

This document outlines the Philippines' framework and commitments to promoting gender equality and equity in education. It discusses laws and policies aimed at ensuring equal opportunities, participation, and treatment of both women and men in the education sector. The Department of Education commits to eliminating gender biases in curriculum, materials, and teaching practices. Its goals are to strengthen women's participation in the community and ensure that both women and men can equally contribute to and benefit from development.

This document is the annual Gender and Development (GAD) Plan and Budget for Balaoang National High School for fiscal year 2023. It identifies three key gender issues: 1) Lack of awareness among staff about GAD programs, which will be addressed through training; 2) Unsafe school facilities, which will be improved through repairs; and 3) Lack of office supplies during COVID-19, which will be addressed through procurement. The proposed budget totals 91,800 pesos and will come from the agency's GAD funds. Upon approval, the plan will be implemented under the School GAD Focal Point System to promote equitable services for male and female staff and students.

This document outlines the School Child Protection Policy Action Plan for Dulangan National High School for School Year 2021-2022. It details standards, activities, persons involved, budget sources, time frames, and means of verification to ensure the dissemination of information on child protection, responsible parenting, and the prevention of abuse and bullying. Key actions include seminars for teachers and parents, student orientations, updating child protection policies, coordination with government agencies, anti-bullying campaigns, and student education sessions on positive relationships and social-emotional skills. The plan was prepared by the School Guidance Advocate, noted by the Principal, and approved by the Division Child Protection Policy Chairman.

The document discusses the Department of Education's national rollout of Comprehensive Sexuality Education (CSE) integration in the curriculum from September 26-30, 2022. It provides background on the legal bases for CSE in the Philippines, including various laws and international commitments. It outlines the aims of CSE, key stakeholders and their roles, as well as entry points for CSE standards in various subjects from kindergarten to grade 12. It also summarizes CSE activities conducted by the Department of Education over several years.

This document discusses concepts related to gender sensitivity and gender roles. It defines sex as biological attributes and gender as socially constructed roles and expectations of masculinity and femininity. Gender is a spectrum rather than a binary, and gender roles vary between societies. The text advocates for gender sensitivity by avoiding assumptions and using inclusive language. It provides examples of traditional gender roles and stereotypes, and how socialization through parenting and media reinforce these norms. The document also discusses concepts such as patriarchy, masculinity, and violence against women in the context of challenging gender discrimination and inequality.

This document outlines DepEd's child protection policy against bullying and child abuse. It defines prohibited acts such as child abuse, discrimination, exploitation, violence against children, and bullying. Child abuse includes physical, emotional, and sexual abuse as well as neglect. Bullying refers to willful aggressive behavior directed at a vulnerable victim. The policy establishes responsibilities for schools and divisions to prevent and respond to incidents, including forming Child Protection Committees, conducting investigations, and imposing disciplinary actions and suspensions. It stresses protecting children's rights and welfare in all matters.

This document provides an overview of gender and development (GAD) concepts. It begins by outlining some challenges in strengthening GAD work such as lack of leadership and accountability for gender mainstreaming. It then differentiates between sex and gender, noting that sex is biological while gender is socially constructed. The document explores how gender roles and stereotypes are socialized from a young age and reinforced by institutions like family, education, religion, media and the state. It defines several gender issues that block development like marginalization, subordination, multiple burdens and violence against women. The document presents GAD as a framework that recognizes these gender biases and aims to promote growth with equity by empowering both women and men to achieve their full potentials

The document discusses issues related to sexual orientation, gender identity, gender expression, and sex characteristics (SOGIESC) in the Philippines. It notes that LGBTQIA+ people experience discrimination in employment and education, as well as unfair treatment from some law enforcers and service providers. This leaves them without legal recourse. The document advocates addressing these issues by enacting anti-discrimination laws, promoting women's rights and gender equality, and upholding international and national commitments to protect SOGIESC rights. It emphasizes the importance of discussing SOGIESC to combat misconceptions and enable inclusive policies.

The SOGIE Bill aims to prevent discrimination based on gender identity, sexual orientation, and expression. It recognizes equal rights for the LGBTQ++ community as mandated by the 1987 Philippine Constitution. First filed in 2000, similar versions of the bill have been introduced in Congress but have stalled. Supporters like Senator Risa Hontiveros believe it is an important policy tool for protecting LGBT people, while critics like Senator Tito Sotto argue it undermines women's rights. Discussions continue on how best to achieve equality and inclusion.

1) Most societies are patriarchal, where men are primarily responsible for the family and hold positions of power. 2) In patriarchal societies, women are economically dependent on men and have reduced status and decision-making power. They also face discrimination like lower pay and barriers to career advancement. 3) Gender sensitivity involves recognizing that gender is a social construct and treating people equally regardless of gender. It is important for individuals and organizations to adopt non-discriminatory attitudes and policies.

The document outlines the KVES Learning Action Cell (LAC) plan for the 2022-2023 school year. The plan includes 13 sessions that will be held from August 2022 to the end of the school year. The sessions will provide orientations on school-based activities, content and pedagogy, community linkages, assessment and evaluation, materials development, and intervention programs. Teachers will attend the sessions and apply what they learn to their everyday teaching. At the end of the sessions, evaluations will be conducted to ensure the LAC objectives were achieved and the sessions were successfully implemented.

Representatives from state universities, colleges, and private higher education institutions gathered to commit to promoting gender equality and combating discrimination. They agreed to 10 undertakings: 1) revising educational materials to remove gender stereotypes; 2) providing gender and human rights training to educators; 3) developing gender-sensitive curricula; 4) creating fair instructional materials; 5) establishing scholarship programs for marginalized women; 6) protecting pregnant women faculty from discrimination; 7) prohibiting expulsion of pregnant students; 8) assisting pregnant students to complete their studies; 9) preventing violence against women; and 10) coordinating with authorities to help victims of violence and discrimination. The participants signed the agreement at the first regional summit on

The document provides an example of a 1-day training design and module for a Gender Sensitivity Training (GST) for employees of the Telecommunications Office Region VIII (TELOF) in the Philippines. The training aims to raise participants' awareness of gender and development (GAD) issues. Objectives include discussing the importance of GAD, differentiating sex and gender, identifying gender roles, and formulating an agency action plan on GAD. The training would involve games, a film, lectures, and workshops over various sessions to meet the objectives.

This document discusses various concepts related to gender including: 1. The differences between sex (biological) and gender (socially constructed roles and behaviors) 2. Observations about gender issues in schools including higher enrollment of girls but increased dropout rates for boys. 3. Key terms like patriarchy, class, condition, position, discrimination, double burden, feminism, and violence against women. 4. God's original intention for men and women to be equal partners in dominion over creation.

The document discusses gender differences and communication between genders. It aims to help people communicate more effectively with the opposite sex, understand biological brain differences and gender issues in the workplace. The document covers topics such as problem solving approaches, needs and desires, gossip vs privacy, competition vs cooperation, negotiation differences, brain differences, stereotypes, strengths of each gender and communication between spouses.

This document discusses the concept of family and different types of families. It defines family as a group of people related by blood, marriage, or adoption living together. It then describes various family forms including nuclear families, blended families, extended families, single-parent families, and same-sex families. It also outlines the typical stages that families go through in their life cycle from marriage to retirement.

Vincent and Susie have 6 children ages 8, 7, 5, 3, 2, and 2 months. Vincent works hard as a carpenter but also does other jobs, while Susie complains that there is never enough food or time. Most of the children have stopped school to work in fields. The doctor told Susie not to have more children as her health is poor. They did not plan family size due to customs. Responsible parenthood considers the parental role in guiding children, emotional readiness, building family relationships, and having knowledge to rear children well.

ReadySetPresent (Gender Differences PowerPoint Presentation Content): 100+ PowerPoint presentation content slides. Misinterpreting gender differences can be potentially disastrous. However, understanding them, can lead to a harmonious environment both at work and at home. Gender Differences PowerPoint Presentation Content slides include topics such as: highlighting Gender and Communication Differences, how to avoid pitfalls, 6 common areas of miscommunication between genders, 6 slides on negotiation and gender, 10 slides on biological brain and health differences, 25+ slides on strengths of genders with facts and trivia, 15+ slides on managing and accommodating different genders and moving past stereotypes, 4 slides on the Parson’s model, 9 slides on women working with men, 8 slides on men working with women, and 6 slides on females in business, 10 slides on common misunderstandings and communication between spouses, interesting gender statistics and more!

This document discusses gender awareness and disparities in Kenyan primary schools. It begins by defining key gender concepts like sex, gender, gender roles and stereotypes. It then analyzes causes of gender disparities in schools, such as socioeconomic factors, sociocultural beliefs, and teachers' attitudes. Traditional gender roles can negatively impact school performance if they create an imbalance in boys' and girls' workloads. The document suggests solutions like using role models, gender sensitization of parents and teachers, guidance and counseling for girls, and making schools more gender-friendly. The overall goal is to promote equal learning opportunities for boys and girls and reduce inequalities between them.

This presentation discusses gender as a development issue. It aims to understand gender and development, gender discriminations and inequalities, and the importance of addressing gender issues and achieving the Millennium Development Goals. It provides data on global educational, health, economic, and political inequalities faced by women. While Bangladesh has made progress in some development indicators, it still faces challenges like lower female education rates, labor participation, and political representation. Existing policy gaps and recommendations to promote gender equality and women's empowerment are discussed to foster more inclusive development.

presentation during GAD Forum in the Division City of Caloocan last January 28, 2013

The document summarizes several theories of gender development, including social learning theory, cognitive developmental theory, gender schema theory, and gender script theory. It compares concepts between theorists like Freud and Horney. It also discusses problems with fully explaining gender development with any single theory and notes a goal of understanding increased gender flexibility in late adolescence.

1. The document discusses theories of gender development including social learning theory, developmental theory, and gender schema theory. 2. It describes gender stereotyping as simplistic generalizations about gender attributes and roles, and some problems that can arise from stereotyping. 3. The document advocates for gender equality and empowering women as central to human development and economic growth. It discusses how unequal power dynamics between men and women have historically disadvantaged women.

The document discusses the role of social workers in environmental protection and development. It outlines that social workers can take on several roles, including communicator, enabler, animator, guide, innovator, advocate, counselor, model, motivator, felicitator, mediator, educator, leader, and catalyst. As communicators, social workers transfer information to empower people with knowledge about the environment. As enablers, they initiate processes for environmental protection that communities can continue. Overall, the document argues that social workers play an important role in raising awareness, educating, and mobilizing communities towards environmental sustainability.

This is a presentation of B.S. Education students of BCC-Binalbagan, as a requirement on their Soc. Dime. class

GAD Accomplishment Report of Tanque District in the GAD Forum last January 28, 2013 in the Division Office

The document describes 5 conflict styles - Turtle, Shark, Teddy Bear, Fox, and Owl - based on the importance placed on personal goals and relationships. The Turtle withdraws to avoid conflict. The Shark tries to force their solution and win at all costs. The Teddy Bear avoids conflict to preserve relationships and gives up goals. The Fox compromises by giving up part of their goals and persuading others to do the same. The Owl seeks solutions that achieve both parties' goals to improve relationships.

This document provides information about sex, gender, gender identity and expression. It discusses the differences and relationships between sex assigned at birth based on biological attributes versus gender identity. It also addresses transgender experiences and the process of transitioning socially and medically. Intersex identities are also noted. Myths and stereotypes about transgender people are presented and rebutted. Respect for personal gender identity and avoidance of invasive personal questions are emphasized.

This document discusses gender sensitivity and how to promote it in education. It defines sex and gender, noting that gender is socially and culturally determined while sex is biological. Gender sensitivity means gender awareness and showing how gender shapes roles in society. It provides recommendations for promoting gender sensitivity, including training teachers and officials, developing gender-sensitive curricula and guidelines, addressing gender in policies and organizations, and strengthening partnerships between schools and parents. Teachers should understand gender roles, attend training, promote gender-responsive schools, conduct research, and treat all students equally to help address issues of gender sensitivity in education.

This document contains a series of questions and answers on topics related to population, gender, family planning, and sexual and reproductive health. The questions cover topics such as the definition of sex, common sexually transmitted diseases, Maslow's hierarchy of needs, female sex hormones, population growth trends, and laws promoting women's rights. The responses provide concise factual answers and cite sources from population education reference materials.

The basic objective of this presentation is to examine the changing role of women in Indian society. This concern is not merely academic but is central to the process of emerging development in India. There is a need to critically evaluate the various plans/programmes undertaken for emancipation of women in India and also make a SWOT analysis of the position of women in India at present.

The document summarizes the annual Gender and Development (GAD) plan and budget of Baesa Elementary School. The plan outlines several programs and activities to promote GAD, including orienting school personnel on GAD, designating a GAD coordinator and core group, revising school plans to include GAD, and holding forums on gender sensitivity. The total proposed budget is 22,800 pesos.

This document summarizes the Global Gender Gap Rankings for 2011. Iceland ranked first with a score of 85.3%, indicating it has closed 85.3% of the gender gap based on economic, political, education-based and health-based criteria. Other top-ranking countries included Norway, Finland, Sweden and Ireland. The Philippines ranked eighth overall with a score of 76.9%, indicating it has closed over three-quarters of the gender gap. The rankings are based on data from the World Economic Forum.

This document provides information on gender and development (GAD) programs. It discusses how GAD was developed in the 1980s as an alternative to previous women in development (WID) approaches. Unlike WID, GAD is concerned with how societies assign roles to both women and men. It also discusses Caroline Moser's GAD gender planning framework. The World Bank is noted as one of the early international organizations to recognize the need to consider women's issues in development programs. The table shows rankings of countries from the 2011 Global Gender Gap report.

Gender stereotypes begin from a young age through social cues like toys, clothes, and media portrayals. Over time, these cues shape one's gender identity and understanding of gender roles and expectations in society. Research shows that gender stereotypes can negatively impact individuals by limiting their potential and subjecting them to unfair treatment. Efforts are being made in the UAE to promote gender balance and equality through policies, programs, and cultural changes that challenge limiting stereotypes. Further research continues to investigate how stereotypes form and influence domains like education, work, relationships, and entrepreneurship.

1) Lions Quest is a program that aims to help young people develop positive social behaviors and commitments through skills training. 2) It addresses the challenges young people face from fast social changes, pressures, and growing negative influences. 3) The program teaches self-awareness, social skills, decision-making, and commitment to family, school, and community in a healthy, drug-free life.

This document discusses gender and sex. It defines sex as a biological characteristic determined at birth, while gender is a social construct that varies by culture and over time. Gender includes norms and expectations for masculinity and femininity. It is learned through socialization from various sources like family, media, school and religion. The document provides examples of common gender stereotypes regarding roles, capacities and traits assigned to men and women. It emphasizes that teachers should avoid gender bias and promote equality through inclusive language, sharing of household and parenting roles, and equal treatment of students regardless of sex.

This document discusses the Lions Quest program, which aims to help young people develop social-emotional skills and commitments. It notes ways that family structures and priorities are changing, creating challenges for children. Lions Quest teaches self-awareness, social skills, decision-making, and developing commitments to family, school, and community through programs for different age groups. The presentation promotes creating awareness of Lions Quest to implement its skills-building curriculum in schools to help children thrive despite negative influences and develop into responsible citizens.

1) Gender socialization begins at birth and involves learning gender roles and stereotypes from family, school, media and other socializing agents. It can influence behavior and outcomes across the lifespan. 2) Gender stereotypes portrayed in society profoundly impact how people see themselves and relate to one another, often in spite of intellectual rejection of stereotypes. 3) Key agents of gender socialization include family, school, church, and mass media; and they socialize through manipulation of children, directing their interests, verbal cues, and exposure to gendered activities.

This document discusses various parenting styles and characteristics. It covers positive parenting approaches, the four main parenting styles (authoritarian, authoritative, permissive, uninvolved), positive traits of mothering and fathering, challenges children may face at different developmental stages like toddler tantrums and potty training, effects of poverty and divorce on families, and maintaining a balanced life with children. The conclusion emphasizes the importance of understanding different family dynamics to best support children.

This document discusses gender and development. It defines sex as biological characteristics that are fixed at birth, while gender is socially and culturally determined and involves norms and expectations related to masculinity and femininity. Gender is learned through socialization which occurs through various agents like family, school, religion and media. The document outlines gender stereotypes related to roles, capacities and traits that are assigned to men and women. It emphasizes the role of education in promoting gender-fair and sensitive practices to overcome biases and restrictions based on gender.

This document discusses gender and development. It outlines that sex is biological while gender is a social and cultural construct that involves norms and expectations learned through socialization. Gender socialization occurs through various agents like family, school, religion and media. Schools in particular socialize gender through language used, classroom management, and instructional materials which often contain gender stereotypes. The document advocates for gender-fair education that avoids bias and allows all students to reach their full potential.

The document summarizes data about student dropout rates and academic performance in Washington state schools. It finds that students from low-income, multicultural, and limited English backgrounds are most at risk of dropping out. Schools with higher percentages of students in poverty also tend to have higher dropout rates. The author aims to use this data to identify at-risk students and integrate resources to better support these students and communicate with their families to improve outcomes.

1. The document discusses student behavior and discipline management in schools, noting that effective teaching requires proper student discipline. 2. It defines behavior as a person's actions and how they are evaluated by others, and discipline as training that produces a specific character or pattern of behavior. 3. The document outlines some common behavior problems in schools like curiosity, and strategies for behavior management including punishment, reinforcement, and deviant management. 4. Factors that can influence deviant behavior are discussed, such as family problems, media influences, peer pressure, and issues with identity, school, and society. The effects of problem behavior on individuals, families, schools, and the government are also

Tudor House offers specialist learning for boys based on a clear vision statement and eight strategic pillars. The focus is on holistic learning - and we explain why this is important in the 21st Century. How can you be a good adult if you don't have a good childhood?